Period 1 Block: Monday, September 23, 2013
Directions for Today’s Activities
1. Please don’t have too much
fun without me. Please follow directions carefully & watch your time!
2. Current Events (40mins): I
admit, I’m human, and I forgot to remind you about doing our weekly current
events write-up. To those of you who did it, you rock! Get your paper
stamped. To the rest of you, mea
culpa, and please use 15 minutes to select a news story and complete
your write-up. You can work together with a partner, but please remember
you have your own brain, and I expect independent thoughts/opinions in your
conclusion! Turn in your CE to tray after discussion.
After those 15 minutes, conduct the discussion process: 1) as a
table group (5mins), 2) as a region (5mins), and 3) as a whole class (15mins). I
know you are capable, so please help facilitate a worthwhile discussion by
asking questions and respectfully inserting your opinions/thoughts. I’m giving
you this time to have a serious-ish conversation about what’s going on in OUR
world.
4. Finish Ideas Influencing the Colonies/Begin Events Preceding
the Revolution (60mins)
Step #4 culminates with a table group project. Please work
together to ensure that all group members are included in the process. There
should be ample time to complete these tasks, please do not rush to “get ‘er
done”. Do it well. However, those groups who work most efficiently will be able
to select their project topics first.
1. Using The
Americans textbook, read the two
sections on p. 30 (“Colonial
Governments” and “Growing Spirit of Self-Determination”). On a single sheet, 1) draw an image to represent the three
branches of government, as described in the first section, and 2) explain what
“power of the purse” means. 3) Explain the concept of self-determination in a)
what it meant for the colonies, and b) what it may mean to you as an individual.
2. Ch. 2, p. 34-36, read the two sections
“The Enlightenment” and “The Great Awakening”.
Please read these to help you create a Venn diagram (each circle
contains its own “different” properties, the space shared by the two circles
contains “shared” properties) on the
same single sheet that includes: 1) at least 3 main ideas of each, 2) 3
things it encouraged people to do, and 3) what effects these movements had in
common. TURN IN.
3. Take
a 3-minute break. Be responsible with your time.
4. Read the first section of the Ch. 2 summary sheet, called “Colonial Resistance and Rebellion”. As a table
group, select one of the following events, based on chapter 2’s sections, to create a mini-poster (each
table will do a different event): Sugar Act, Stamp Act, Boston Massacre, Boston
Tea Party, The Intolerable Acts, Lexington & Concord, The Ideas Behind the
Revolution, or Thomas Paine’s Common
Sense. Please write your topic on the white board.
...END OF MONDAY.
...FOR WEDNESDAY:
For your
mini-poster, read the section in the book. Then, using a poster
paper/pens/crayons, include:
·
a title that conveys the
significance of the event, not just names it (No “Boston Massacre”),
·
3-5 bullet points of SPECIFIC historical
facts/details, and
·
an image,
ALL of which accurately portray the event, and how it contributed to the
colonies’ resistance and rebellion against the British. You may be asked to present this on Wednesday. Turn in to front
desk by end of class.
Note: Each group member will use a
different color to indicate his/her contribution
to the collaborative poster, particularly the bullet points. Please use a legend
to indicate which color = which student. Review rubric, complete last
portion, and turn in rubric.
